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Social Studies Curriculum

Grade 6

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Course Description

The goal for 6th grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts. Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient Mesopotamia and Egypt who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the Roman Empire who are thought to have greatly influenced Western civilization.

Grade 6 Social Studies

PACING CHART

Unit Topic Duration

Unit 1 World Geography and Human Origins

7-9 Weeks

Unit 2 Mesopotamia and the Fertile Crescent

7-9 Weeks

Unit 3 Ancient Egypt, Kush and Phoenicia

7-9 Weeks

Unit 4 Ancient Greece 7-9 Weeks

Unit 5 Ancient Rome Republic 7-9 Weeks

Educational Technology Standards

8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.2, 8.1.8.C.1, 8.1.8.D.1,8.1.8.D.2, 8.1.8.D.3, 8.1.8.D.4, 8.1.8.D.5, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts

Demonstrate knowledge of a real world problem using digital tools.

Create a document using one or more digital applications to be critiqued by professionals for usability.

Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event.

Communication and Collaboration

Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

Digital Citizenship

Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate the application of appropriate citations to digital content.

Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Assess the credibility and accuracy of digital content.

Understand appropriate uses for social media and the negative consequences of misuse.

Research and Information Literacy Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world

problem.

Critical Thinking, Problem Solving, Decision Making

Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies Time/General

• Extra time for assigned tasks

• Adjust length of assignment • Timeline with due dates for

reports and projects • Communication system

between home and school • Provide lecture

notes/outline

Processing • Extra Response time • Have students verbalize

steps • Repeat, clarify or reword

directions • Mini-breaks between tasks • Provide a warning for

transitions • Reading partners

Comprehension • Precise step-by-step

directions • Short manageable tasks • Brief and concrete

directions • Provide immediate

feedback • Small group instruction • Emphasize multi-sensory

learning

Recall • Teacher-made checklist • Use visual graphic

organizers • Reference resources to

promote independence • Visual and verbal

reminders • Graphic organizers

Assistive Technology

• Computer/whiteboard • Tape recorder • Spell-checker • Audio-taped books

Tests/Quizzes/Grading • Extended time • Study guides • Shortened tests • Read directions aloud

Behavior/Attention • Consistent daily

structured routine • Simple and clear

classroom rules • Frequent feedback

Organization • Individual daily planner • Display a written agenda • Note-taking assistance • Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self-Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards 5-8 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. A. Civics, Government, and Human Rights

� 6.2.8.A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. � 6.2.8.A.2.b: Explain how codifying laws met the needs of ancient river valley societies. � 6.2.8.A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations.

B. Geography, People, and the Environment

� 6.2.8.B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.

� 6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.

C. Economics, Innovation, and Technology � 6.2.8.C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and

the development of a class system in ancient river valley civilizations. D. History, Culture, and Perspectives

� 6.2.8.D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. � 6.2.8.D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley

civilizations. � 6.2.8.D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether

there was a common pattern of growth and decline. � 6.2.8.D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring

legacies.

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English Language Arts & History/Social Studies Grades 6-8 Common Core Standards Key Ideas and Details:

� RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. � RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the

source distinct from prior knowledge or opinions. � RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a

law, how interest rates are raised or lowered). Craft and Structure:

� RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Integration of Knowledge and Ideas:

� RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

� RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:

� RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

English Language Arts Standards » Writing » Grade 6-8 Text Types and Purposes:

� WHST.6-8.1: Write arguments focused on discipline-specific content. � WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

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Production and Distribution of Writing: � WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. � WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas clearly and efficiently.

Research to Build and Present Knowledge: � WHST.6-8.8: Gather relevant information from multiple print and digital sources, using terms search terms effectively; assess

the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

� WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. � WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Grade: 6

Unit: 2 Weeks 10-17 (8 weeks total)

Topic: Mesopotamia and the Fertile Crescent Unit two will focus on how geography, government, economics, and culture shaped the early societies in Mesopotamia.

NJCCCS: 6.2.8.A.2.a, 6.2.8.A.2.b, 6.2.8.A.2.c, 6.2.8.B.2.a, 6.2.8.B.2.b, 6.2.8.c.2.a, 6.2.8.D.2.a, 6.2.8.D.2.b, 6.2.8.D.2.c, 6.2.8.D.2.d

Standards: CCSS: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10, WHST.6-8.1, WHST.6-8.2, WHST.6-8.5, WHST.6-8.6, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10

NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Locate ancient Mesopotamia in the Fertile Crescent and its important cities, bodies of water, and mountains on a historical and modern map. Standard: NJCCCS: 6.2.8.B.2.b CCSS: RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.9 RH.6-8.10

Where was ancient Mesopotamia? Where were Mesopotamia’s major cities, bodies of water, and mountains located? How did geography impact life in Mesopotamia?

Political and Historical Maps: Use blank maps to label important modern and historical areas in Middle East region. Teacher Notes (Link) Blank Fertile Crescent Map Student instructions to complete blank FC map. Blank Middle East Map from BYU Geography Department: https://geography.byu.edu/SiteAssets/Pages/Resources/outlineMaps/Middle%20East.pdf Main Idea Web Big Cities:

Discovery Techbook Chapter 3 Section 3.1 Geography of Mesopotamia See Model lesson, then go to Engage tab and Explore tabs 1 Locating Mesopotamia and 2 Big Cities. ABC CLIO Mesopotamia: http://ancienthistory.abc-clio.com/Search/Display/574776?terms=Mesopotamia Holt World History Textbook Unit 2 Chapter 3 Section 1 Geography of the Fertile Crescent Owl and Mouse Map

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Go to Explore tab 2 Big Cities to use text and videos to help list geographic characteristics of three Mesopotamian cities.

Software: Learn modern cities and capitals of the ME playing an interactive timed map game. http://www.yourchildlearns.com/mappuzzle/middle-east-puzzle.html

Analyze the importance of the physical geography of Mesopotamia to the development of civilization. Standard: NJCCCS: 6.2.8.B.2.a 6.2.8.D.2.c CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

How did geography impact life in Mesopotamia? What was the physical geography of Mesopotamia like? What geographic factors led to the development of civilization in Mesopotamia? How did the Mesopotamians control river floods?

Sequencing Chart Mountain Rains: Go to Explore tab 1 for sequencing chart and use tab 3 for written text and Mesopotamian Geography and Sumerian Society video to track how mountain rains helped provide food to Mesopotamia.

Discovery Techbook Chapter 3 Section 3.1 Geography of Mesopotamia See Model lesson, then go to Engage tab and Explore tabs 1 Locating Mesopotamia and #2 Big Cities, #3 Resources and Geography, #4 Controlling the Floods.

ELA-Floods in the Fertile Crescent from Discovery Education Techbook Chapter 3 Section 3.1: Go to Explore tab 4, reading passage includes comprehension questions and open-ended.

Identify and analyze the impact of agricultural innovations that led to the growth of civilization in Mesopotamia. Standard:

What agricultural innovations came from Mesopotamia? What was a problem or challenge that

Problem/Solution Farming in Mesopotamia Graphic Organizer: As students move through Explore tabs 3-5 students should read text and view

Discovery Techbook Chapter 3 Section 3.1 Geography of Mesopotamia Go to Explore tabs 5 Agricultural Innovations and

ELA-Mesopotamian Farming Tools from Discovery Education Techbook Chapter 3 Section 3.1: Go to Explore tab 5, reading

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

NJCCCS: 6.2.8.B.2.a 6.2.8.D.2.c CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

Mesopotamians faced? What were some things that the Mesopotamians did to address these challenges? How did the new technologies affect life in Mesopotamia?

videos individually or in pairs to complete Graphic Organizer found on Explore tab 6 Farming and Other Jobs. Advertisement Activity: Go to Explain tab for activity information where students will create an advertisement to sell a Mesopotamian technology instrumental in the growth of their civilization.

tab 6 Farming and Other Jobs YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part I video clip: Lego video covering agricultural innovations in Mesopotamia. Stop at 4:56 minute mark. http://www.youtube.com/watch?v=s2lL20SBiIk

passage includes comprehension questions and open-ended.

Explain the importance of trade to Mesopotamian civilization. Standard: NJCCCS: 6.2.8.B.2.a 6.2.8.D.2.c CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

What was the purpose of trade? How did trade become important in Mesopotamia? How could trade change a society in a positive or negative way?

Main Idea Web Trade and Barter: Use graphic organizer while reading text and viewing video segments on tabs 7 and 8 to record information about the purpose of trade and characteristics of overseas and land trade. Quick Write Activity –Geography of Mesopotamia: Under Explain tab students will use at least 10 words from word bank to create a graphic organizer to answer lesson essential question: How did geography impact life in Mesopotamia?

Discovery Techbook Chapter 3 Section 3.1 Geography of Mesopotamia Go to Explore tabs 7 Trade and Barter and 8 Overseas and Land Travel British Museum Trade and Transport: Interactive background material on trade and transport. http://www.mesopotamia.co.uk/trade/home_set.html

ELA-The Persian Gulf from Discovery Education Techbook Chapter 3 Section 3.1: Go to Explore tab 7, reading passage includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Describe the religious beliefs and practices of ancient Mesopotamia. Standard: NJCCCS: 6.2.8.B.2.a 6.2.8.D.2.c CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

How did religion influence Mesopotamian society? What is polytheism? What were ziggurats and what purpose did they serve?

Note Taking-Outline: Work independently or in pairs to outline Explore tab 1 Religion in Mesopotamia text. Main Idea Group Work: Group students to read Mesopotamian Ziggurats. End of each page choose 1 or 2 important points and discuss why important. End of reading students summarize in writing: How thoughts about a ziggurat’s significance and purpose have changed and What studying ziggurats can teach about Mesopotamian life.

Discovery Techbook Chapter 3 Section 3.2 Mesopotamia Society: See Model Lesson, then go to Engage tab and Explore tab 1 Religion in Mesopotamia. BrainPOP lesson on Sumerians: Click FYI tab, then In Depth tab for good explanation of polytheistic http://www.brainpop.com/socialstudies/worldhistory/sumerians/fyi/ British Museum Ziggurats: Interactive background material on ziggurats. http://www.mesopotamia.co.uk/ziggurats/home_set.html

ELA-Mesopotamian Ziggurats from Discovery Education Techbook Chapter 3 Section 3.2: Go to Explore tab 1, reading passage includes comprehension questions and open-ended.

Describe the social structure-including gender divisions-of Mesopotamia and draw conclusions about its impact on the lives of Mesopotamians. Standard: NJCCCS: 6.2.8.A.2.a 6.2.8.A.2.b

How was Mesopotamian society organized? Who had power in Mesopotamian society? What was life like for the lower classes in Mesopotamia? What status did women have in Mesopotamian

Mesopotamian Social Pyramid Graphic Organizer: Go to Explain tab and have students complete while reading and viewing videos from Explore tabs 2-5. BrainPOP Sumerians: Companion activities with lesson.

Discovery Techbook Chapter 3 Section 3.2 Mesopotamia Society: Go to Explore tabs 2-5. BrainPOP lesson on Sumerians: http://www.brainpop.com/socialstudies/worldhistory/sumerians/

ELA-Gilgamesh from Discovery Education Techbook Chapter 3 Section 3.2: Go to Explore tab 2, reading passage includes comprehension questions and open-ended. ELA-Mesopotamian Women from Discovery Education Techbook

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

6.2.8.A.2.c 6.2.8.D.2.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

society? Standard of Ur interactive Source Analysis: Go to Elaborate tab where students will analyze the Standard of Ur to learn what is says about daily life of Sumerian people.

Chapter 3 Section 3.2: Go to Explore tab 5, reading passage includes comprehension questions and open-ended.

Describe and map the cycles of conquest that led to the ascension of varied civilization in Mesopotamia from 3000-500 BCE. Standard: NJCCCS: 6.2.8.A.2.a 6.2.8.D.2.c CCSS: RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

Why was Mesopotamia a prized land? Who were the first rulers to unite Mesopotamia? How did the rulers differ in their approach?

Mesopotamian Society Comparison Chart: Go to Explore tab 3 The Leadership and the Elite and use to complete chart using tabs 6-7 and World History textbook.

Discovery Techbook Chapter 3 Section 3.2 Mesopotamia Society: Go to Explore tabs 6-7. Holt World History Textbook Unit 2 Chapter 3 Section 1 Rise of Sumer and Section 4 Later Peoples Fertile Crescent YouTube video The Legend of Sargon: Akkadian poem about Sargon the Great has many similarities to baby Moses story. https://www.youtube.com/watch?v=IE0ffTx8dyA YouTube video The Mesopotamians by They Might Be Giants:

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Catchy song highlighting Sargon, Hammurabi, Ashurbanipal and Gilgamesh. https://www.youtube.com/watch?v=jAMRTGv82Zo YouTube video Ancient Mesopotamia Song by Mr. Nicky: Rap song covers all Mesopotamian empires. https://www.youtube.com/watch?v=84y2q4giihY ABC CLIO Sargon of Akkad: http://ancienthistory.abc-clio.com/Search/Display/573759?terms=Sargon+II ABC CLIO Nebuchadnezzar II: http://ancienthistory.abc-clio.com/Search/Display/573812?terms=Nebuchadnezzar+II

Identify and analyze the impact of cultural and technical innovations of the Mesopotamians. Standard: NJCCCS: 6.2.8.C.2.a 6.2.8.D.2.b

How did Mesopotamian technological and cultural innovations influence future civilizations? Why was the development of writing important?

Main Idea Web Writing Graphic Organizer: Go to Explore tab 1 The Development of Written Language. Read text and view videos to complete: Who wrote? How did they write? Why did they write?

Discovery Techbook Chapter 3 Section 3.3 Mesopotamian Innovations and Contributions: See Model Lesson, then go to Engage tab and Explore tabs 1-6.

Mesopotamian Haiku- Teacher Notes (Link): Using unit knowledge students create original haiku poems. ELA-Dams and Levees from Discovery Education Techbook Chapter 3 Section 3.3:

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

6.2.8.D.2.d CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

What were Ancient Mesopotamian legends about? What does the Epic of Gilgamesh tell us about Sumerian culture? How did Mesopotamian technological innovations improve agriculture, trade, and transportation?

Summary Frame Epic of Gilgamesh Graphic Organizer: Go to Explore tabs 2 and 3. Read text, view images and videos and then illustrate six important events in The Epic of Gilgamesh. Cause and Effect Chart: Go to Explore tabs 4 and 5. While reading text and viewing videos list challenges Mesopotamians faced before development of a specific technology (cause/problem) and the effect of new technology.

ABC CLIO Gilgamesh: Background article on the world’s oldest piece of literature. http://ancienthistory.abc-clio.com/Search/Display/574976?terms=Gilgamesh YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 1 video clip: Lego video start at 5 minute mark for invention of the wheel. http://www.youtube.com/watch?v=s2lL20SBiIk British Museum Mesopotamian Writing: Interactive background material on cuneiform. http://www.mesopotamia.co.uk/writing/home_set.html YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discussing writing (0-3:11 minute) and mathematics (5:34-end). http://www.youtube.com/wat

Go to Explore tab 4, reading passage includes comprehension questions and open-ended. ELA-Development of the Wheel from Discovery Education Techbook Chapter 3 Section 3.3: Go to Explore tab 5, reading passage includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

ch?v=85bdU0VU1j4 Paraphrase portions of Hammurabi’s Code and draw conclusions about the importance of codified laws to a society. Standard: NJCCCS: 6.2.8.A.2.b CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.6, RH.6-8.7 RH.6-8.8 RH.6-8.9 RH.6-8.10 WHST.6-8.1 WHST.6-8.2 WHST.6-8.4 WHST.6-8.5 WHST.6-8.9 WHST.6-8.10

Why do civilizations need laws? How did Hammurabi’s Code impact life in Mesopotamia? What laws were contained in Hammurabi’s Code? How did the Code of Hammurabi change the idea of justice?

Main Idea Web Hammurabi’s Code Graphic Organizer: Go to Explore tabs 6-8. Pair students to read text and complete main idea and supporting details graphic organizer. You be the Judge Hammurabi’s Code Lesson Phillip Martin website: Small student groups rotate to 8 situations Hammurabi faced and try to decide how to achieve justice. http://www.phillipmartin.info/hammurabi/hammurabi_teacherpage.htm Link to situations Hammurabi faced for activity. http://www.phillipmartin.info/hammurabi/hammurabi_situation_index.htm Teacher Notes (Link) PowerPoint of situations Hammurabi faced for activity followed by corresponding laws. Hammurabi’s Code Source Analysis Investigation:

Discovery Techbook Chapter 3 Section 3.3 Mesopotamian Innovations and Contributions: Go to Explore tabs 6-8. DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discusses Hammurabi’s Code (3:12-5:30 minute mark). http://www.youtube.com/watch?v=85bdU0VU1j4 ABC CLIO Hammurabi: Background the man. http://ancienthistory.abc-clio.com/Search/Display/573798?terms=Hammurabi ABC CLIO Code of Hammurabi (ca. 1790 BCE): Background on the code and the laws. http://ancienthistory.abc-clio.com/Search/Display/1804330?terms=Hammurabi

ELA-King Hammurabi from Discovery Education Techbook Chapter 3 Section 3.3: Go to Explore tab 6, reading passage includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Go to Elaborate tab. Use interactive Source Analysis tool to understand Hammurabi’s written code of laws.

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6. Gallery 11. Tools

2. Activities 7. Griot

3. Assessments 8. Library

4. Essentials 9. Links

5. Gallery 10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Unit 2 Vocabulary

Vocabulary: Akkadian Empire architecture artisan Assyrian Empire Babylonian Empire Chaldeans canals civilization city-state Code of Hammurabi code of law culture cuneiform dam deity dike division of labor drought

empire epics Euphrates River Gilgamesh irrigation levee Mediterranean monarch natural resource Nebuchadnezzar Neo-Babylonian Empire patriarchal Persian Gulf pictographs plateau polytheism priests religion rule of law

rural Sargon scribe silt social classes social hierarchy social pyramid Sumer stylus Taurus Mountains Tigris River trade urban Zagros Mountains ziggurat

Choose 1 Unit 2 Project (Suggested) Unit 2 Project (Suggested) Suggested Unit 2 Project: Hammurabi’s Code of Law Art or Acting Project (see Dropbox resources for project guidelines and rubric)

• Art Project-Student will choose one law to artistically represent in its entirety.

• Acting Project-Groups of 2-4 students will act out one law per group member.

Suggested Project 2: Students will choose to create a three-dimensional timeline, diorama, or PowerPoint on any area of interest in Mesopotamia (see Dropbox resources for project guidelines and rubric).